ࡱ> IKH $bjbjVV @(<< +++++????[,?*bbbv*x*x*x*x*x*x*,a/x*9+bbbbbx*++*xxxb++v*xbv*xx(.*s?x*)b**0*@))0x)0,.*)0+.*4bbxbbbbbx*x*xbbb*bbbb)0bbbbbbbbb : Two Different Ways to Prepare for a Literature Review Example 1: Outline Strategy: Topic sentence says what that area of research has found; list individual studies underneath. Each of these is 1-2 sentences. Example: General Topic: Peer Collaboration 1. Recent research finds influences on the type of learning from social factors, or peer collaboration. the students confidence in their knowledge (Tudge, 1990) the type of peer interaction vary (Damon & Phelps, 1987) extrinsic motivation matters (Slavin, 1983) the degree of active involvement is critical (Forman & Cazden, 1985) 2. Other research finds that ability and gender also influence collaborative learning environments (Cohen, 1984; King, 1989) In math groups, high-achieving students and males were more likely to assume the role of leader and helper (Mulryan, 1995) low-achieving students and femaIes were more likely to ask questions and be viewed as needing help. (Mulryan, 1995). Effects of peer interaction on cognitive development are much more complex than the traditional interpretations would suggest (Tudge, 1990). 3. Issues of gender and power also affect student collaborative learning experiences. Gender influenced the type of talk found in students literature discussions (Cherland, 1992). gender (and race) often influences the power dynamics found in small-group settings McCarthey (1997) finds that white male students controlled the conversation Evans, 1996a; 1996 finds that 5th grade boys used discourse to silence girls Researchers do not typically ask students for their perceptions; however, Alvermann et al. (1996) found that students were aware of power issues. Rewrite this in paragraph form; you can elaborate in between the citations as needed. Example 2: Chart Strategy: Group main ideas on the left column. Put research in columns to the right and add in information as you go. General topic: Peer Collaboration Main TopicsTudgeDamon & PhelpsSlavinForman & CazdenCohenKingMulryanCherlandMcCartheyEvansAlvermanninfluences on the type of learning from social factorsStudents confidenceType of peer interact-tionExtrinsic motivation; use quote on p. 45Active involve-ment ' 'ability and gender also influence collaborative learning environmentsMore complex than currently thought. Quote p.9  males take over; diff Perceptions of low-ach Ss and femalesgender and power also affect student collaborative learning experiencesGender influen-ces type of talk1. Gender/ Race 2. White males in con 8AKLT    P U g h  6 7 ? A O R n ƻٰ٥ٙ٥٥٥٥xllx٥٥h 5hj{6OJQJh1Dhj{OJQJhj{>*OJQJhQhj{OJQJ^Jhhj{6OJQJhQhj{OJQJhj{hj{OJQJh%)hA0OJQJhA0OJQJh%)hj{OJQJhj{OJQJhj{hj{5OJQJhj{5OJQJhA05OJQJ*78L i P Q I K L 87$8$H$^8gdj{ & Fgdj{ & F7$8$H$gdj{ & F7$8$H$gdj{ 7$8$H$gdj{ $7$8$H$a$gdj{ & ' 8 : G I k l , . 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